Welcome to Elm Class 2025-26!

• PE will be on WEDNESDAY afternoons- make sure kit is in school please.
• Homework needs to handed in ASAP to allow time for marking. New homework will be given out every Friday.
• Spellings will be tested on Friday and new ones stuck in planners (if they have been handed in)

Any questions/problems- see Mrs Pounder :)

 

Spring Term 1

ENGLISH

This six-week unit is primarily focused on Anthony Browne’s picture book Zoo – an engaging satirical spotlight on the purpose of zoos and the relationship between animals and people. Are the family looking at the animals in the cages, or is it animals that are looking at them? The learning journey will develop pupils’ understanding of the story – its characters, themes, language and illustrations. Pupils make connections between the characters and themes to create varied, meaningful writing outcomes for a range of audiences and purposes. Grammar and punctuation teaching points are embedded within the context of the story, with pupils taught to apply what they have learned in their own writing around such themes as family, imagination, freedom and the relationship between animals and people. The final week will take a broader look at Anthony Browne’s work, comparing Zoo to two of his other books, Gorilla and My Dad, culminating in a final piece of writing where pupils apply all that they have learned to produce a piece of their own in the style of Anthony Browne

 

MATHS

MULTIPLICATION and DIVISION

Year 3 multiplication and division focuses on mastering 3, 4, and 8 times tables, connecting them to 2, 5, and 10, and using mental/written methods for 2-digit by 1-digit calculations. Key skills include understanding commutativity, solving problems involving scaling/correspondence, and using arrays or bar models. 

 

SCIENCE Rocks and Forces

 

This unit combines two big ideas because it ties in with History – The Stone Age.  Students will look at rocks, investigating their properties – emphasising that they are doing the same as they have done with features of animals, plants, and the properties of materials.  We will look how rocks and fossils are formed, with a consideration of the time involved, then move on to look at forces.  Forces will be reviewed later in the year, when we are studying magnets.  In this unit, we will focus on forces as a push and a pull, and the things we can do to make pushing and pulling easier.  It should be noted that ‘friction’ does not need to be taught as a specific concept here, as it is studied in more detail in Y5.  The focus in this Y3 unit is on pushing & pulling forces and their effects.

 

GEOGRAPHY- What's beeneath our feet?

This unit introduces the idea that the ground beneath our feet is constantly changing. Through a famous landmark it introduces the concept of mountains and their environment and human geography. It then introduces contours and height on maps before diving into the internal structure of the earth, volcano formation and why people live near volcanos. This unit then looks at earthquakes and continues student’s exploration of tectonic hazards and the world beneath their feet. It introduces the physical processes of earthquakes and reinforces knowledge and understanding of plate tectonics.

 

History- THE STONE AGE

 

Year 3 children learn about the Stone Age as a prehistoric period of human development, focusing on how people lived, made tools, and gradually changed their way of life. Key topics include the shift from hunting and gathering to farming and building settlements, the use of flint to make tools, and the eventual transition to the Bronze Age

 

 

ART

...They will continue to use a sketchbook to collect ideas and practice skills.

 

COMPUTING - Sequencing Sounds

 

This unit explores the concept of sequencing in programming through Scratch. It begins with an introduction to the programming environment, which will be new to most learners. They will be introduced to a selection of motion, sound, and event blocks which they will use to create their own programs, featuring sequences. The final project is to make a representation of a piano. The unit is paced to focus on all aspects of sequences, and make sure that knowledge is built in a structured manner. Learners also apply stages of program design through this unit.

 

RE

 

 

PE

PE will cover the following skills:

Be able to perform simple single balances for 3-5 seconds

To attempt a wide range of rolls including egg, log, dish and teddy bear roll

To use different methods of travel to negotiate space

To know how to safely jump and land

To copy and perform a basic routine on my own and with a partner

To add my own ideas to a simple routine to improve it

 

MFL

- Key classroom language 

- Animals 

- Colours